自我效能感在小学教师情商与工作满意度之间的中介作用

IF 1.3 4区心理学 Q3 PSYCHOLOGY, APPLIED European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee Pub Date : 2022-07-01 DOI:10.1016/j.erap.2022.100779

Yavuz Sökmen , İsmail Sarikaya

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引用次数: 3

摘要

本研究分析自我效能感在小学教师情绪智力与工作满意度之间是否具有中介作用。目的探讨小学教师工作满意度、自我效能感与情绪智力的关系。方法对252名小学教师进行通径分析。结果自我效能感在情绪智力与工作满意度之间起中介作用。结论根据研究结果，本文对情绪智力、工作满意度和自我效能感之间的关系进行了讨论，并对未来相关的研究者和实践者提出了各种建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The mediating role of self-efficacy between emotional intelligence and job satisfaction of primary school teachers

Introduction

In this study, it was analyzed whether self-efficacy has a mediating role between the emotional intelligence and job satisfaction of primary school teachers.

Objective

It is to test the relationships between primary school teachers job satisfaction, self-efficacy and emotional intelligence levels.

Method

A path analysis was performed on a sample of 252 primary school teachers.

Results

It was found that self-efficacy mediated the relationship between emotional intelligence and job satisfaction.

Conclusion

Based on the findings of the study, the relationships between emotional intelligence, job satisfaction and self-efficacy were discussed in the literature and various suggestions were made to concerned future researchers and practitioners.

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来源期刊

European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee PSYCHOLOGY, APPLIED-

CiteScore

2.20

自引率

20.00%

发文量

期刊介绍： The aim of the Revue européenne de Psychologie appliquée / European Review of Applied Psychology is to promote high-quality applications of psychology to all areas of specialization, and to foster exchange among researchers and professionals. Its policy is to attract a wide range of contributions, including empirical research, overviews of target issues, case studies, descriptions of instruments for research and diagnosis, and theoretical work related to applied psychology. In all cases, authors will refer to published and verificable facts, whether established in the study being reported or in earlier publications.